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spelling [2022/04/20 20:34] – [Emergent Stage] jgmac1106spelling [2022/04/20 23:07] (current) jgmac1106
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 Thus you can not differentiate from phonics and spelling beyond possibly the difference between decoding and encoding or mapping graphemes to sound and meaning rather than just sound. Thus you can not differentiate from phonics and spelling beyond possibly the difference between decoding and encoding or mapping graphemes to sound and meaning rather than just sound.
  
-===== What does Research Say =====+===== What Does Research Say =====
  
-Explicit instruction in spelling works. In a meta-analysis of 53 studies that comprised over 6,000 students Graham & Santagelo (2014) found that explicit instruction had a strong effect  ) or informal/incidental approaches to improving spelling performance such as relying on writing instruction or doing "worked work" during interactive read alouds.+Explicit instruction in spelling works. In a meta-analysis of 53 studies that comprised over 6,000 students Graham & Santagelo (2014) found that explicit instruction had a strong effect over and above studies that relied on informal/incidental approaches  or control groups to improving spelling performance such as relying on writing instruction or doing "word work" during interactive read alouds.
  
-Increasing the amount of formal spelling instruction also proved beneficial also had a strong effect on learners. More importantly gains in spelling were maintained over time and transferred over to correct spelling  when writing.+Increasing the amount of formal spelling instruction also proved beneficial, This too had a strong effect on learners. More importantly gains in spelling were maintained over time and transferred over to correct spelling  when writing. Very few instructional routines are this resistant to decay, losing gains from an intervention, or transfer, lessons showing up in other domains or subjects like explicit spelling instruction in incidental student writing.
  
-In other words stop weighting mechanics so hard in writing rubrics and teach more explicit spelling if you want to see improvements in the spelling of student writing. Teach writing when assessing writing and assess spelling when teaching spelling. +In other words stop weighting mechanics so hard in writing rubrics and teach more explicit spelling if you want to see improvements in the spelling of student writing. Teach writing when assessing writing and assess spelling when teaching spelling. Put the red pen away when providing feedback on papers
  
 Explicit instruction in spelling also had effects on  reading overall. Spelling had a strong effect on phonological awareness. Mapping graphemes to sounds improves our ability to recognize and manipulate phonemes. In fact explicit spelling instruction had a moderate effect on reading skills overall. If you want to know a students level of phonics understanding, basically check their spelling. Explicit instruction in spelling also had effects on  reading overall. Spelling had a strong effect on phonological awareness. Mapping graphemes to sounds improves our ability to recognize and manipulate phonemes. In fact explicit spelling instruction had a moderate effect on reading skills overall. If you want to know a students level of phonics understanding, basically check their spelling.
  
 Much of the research in teaching early-childhood and elementary spelling involves the analysis of invented spelling. Charles Read (1971) first mapped inventive spelling to students understanding of phonemes. Inventive spelling then became a diagnostic tool to measure a students understanding of word knowledge (Invernizzi, Abouzeid, & Gill, 1994). Much of the research in teaching early-childhood and elementary spelling involves the analysis of invented spelling. Charles Read (1971) first mapped inventive spelling to students understanding of phonemes. Inventive spelling then became a diagnostic tool to measure a students understanding of word knowledge (Invernizzi, Abouzeid, & Gill, 1994).
 +
 +Given the research around spelling and the diagnostic assessments that are reliable  and feasible for teachers to administer more schools should place an emphasis on explicit spelling instruction through word study.
 +
 +<html>
 +<video controls width="70%" src="https://jgregorymcverry.com/videos/whatisspelling.mp4">
 +</video>
 +</html>
  
 ==== Stages of Spelling ==== ==== Stages of Spelling ====
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 Pre-K to Middle of 1st Grade Pre-K to Middle of 1st Grade
  
-Emergent Spelling aligns with emergent reading practices in the [[Stages of Reading]] and the learners usually range in age from zero to five years old.+Emergent Spelling aligns with emergent reading practices in the [[Stages of Reading Development]] and the learners usually range in age from zero to five years old.
  
 Often students make random markings or write letters from memory that have no bearing on sound. Students can write on paper, hold a utensil correctly, know the print carries meaning, can tell the difference between print and pictures, write inthe correct direction of their language, and draw letter like forms. The students may make some letter to sound correspondence. Often students make random markings or write letters from memory that have no bearing on sound. Students can write on paper, hold a utensil correctly, know the print carries meaning, can tell the difference between print and pictures, write inthe correct direction of their language, and draw letter like forms. The students may make some letter to sound correspondence.
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 This stage begins around fourth grade and last through adulthood. Word study now builds both spelling and vocabulary as the way words get spelled influence meaning. At this stage we expand vcabulary by focusing on the spelling of Latin and Greek roots, suffixes, and prefixes. These roots make up much of [[academic language]]. This stage begins around fourth grade and last through adulthood. Word study now builds both spelling and vocabulary as the way words get spelled influence meaning. At this stage we expand vcabulary by focusing on the spelling of Latin and Greek roots, suffixes, and prefixes. These roots make up much of [[academic language]].
  
-In the early phases of this stage spellers get most words correct. Schwa or unaccented spellings may provide some trickiness. Students will miss silent consonants and will make common mistakes suffixes and prefixes. As students progress they will learn how to handle unknown words they ecounter.+In the early phases of this stage spellers get most words correct. Schwa or unaccented spellings may provide some trickiness. Students will miss silent consonants and will make common mistakes suffixes and prefixes. As students progress they will learn how to handle unknown words they encounter. 
 + 
 +<html> 
 +<video controls width="70%" src="https://jgregorymcverry.com/videos/stagesofspelling.mp4"> 
 +</video> 
 +</html> 
  
 ===== In the Classroom ===== ===== In the Classroom =====
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 During the emergent spelling stage you may have students sort sounds. This could be by simply standing up when they hear the correct sound. You then rely on pictures and have students map by initial phoneme sound before working on grapheme to phoneme mapping. Students can the sort words by spelling patterns or even meaning in later stages. In the last two stages students will often sort words by meaning as they sort for spelling.  During the emergent spelling stage you may have students sort sounds. This could be by simply standing up when they hear the correct sound. You then rely on pictures and have students map by initial phoneme sound before working on grapheme to phoneme mapping. Students can the sort words by spelling patterns or even meaning in later stages. In the last two stages students will often sort words by meaning as they sort for spelling. 
  
 +<html>
 +<video controls width="70%" src="https://jgregorymcverry.com/videos/spellingintheclassroom.mp4">
 +</video>
 +</html>
  
  
spelling.1650486865.txt.gz · Last modified: 2022/04/20 20:34 by jgmac1106